Mathematical writing has taken an increasingly prominent role in curriculum and assessment in the 20th century. Despite its presence on high stakes tests, and the benefits of students in gaining proficiency in this mode of mathematical communication, there has been no scholarly consensus on the definition of mathematical writing, and consequently, little instructional guidance for practitioners. This chapter employs genre theory and universal design for learning (UDL) to outline best practices for the teaching and formative assessment of explanatory mathematical writing across grade levels. After demonstrating how teachers can apprentice students into reproducing the dominant discourse of mathematical writing, the chapter also presents suggestions for centering student voice within mathematical communication through translanguaging, multimodalities, and remixed composition.
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